3 Part Reading Comprehension Series:

I. Build Background Knowledge

II. Teach Vocabulary Explicitly
III. Check Comprehension Frequently

Reading Comprehension Strategies for English Language Learners

Comprehension is the reason for reading, but it can be the most difficult skill to master especially for English
language learners (ELLs). ELLs often have problems learning science, math, or social studies concepts, for
example, because they cannot comprehend the textbooks for these subjects.

ELLs at all levels of English proficiency and literacy development will benefit from improved comprehension
skills, which allow them to:

read more accurately

follow a text or story more closely
identify important events and concepts in a text
master new concepts in their content-area classes
complete assignments and assessments
feel motivated to read in school and for pleasure

There are a number of ways to build ELLs' comprehension skills. Often standard strategies that are used in
mainstream classrooms are a good starting point they just need to be tweaked with ELLs' language and
academic needs in mind! This article focuses on strategies that are part of three main approaches: building
background knowledge, teaching vocabulary explicitly, and checking comprehension frequently.

*Posting sentence starters gives students the scaffold they need to speak in sentences.

See full article at: http://www.colorincolorado.org/article/reading-comprehension-strategies-english-language-

learners#h-ii-teach-vocabulary-explicitly
I. Build background knowledge
Draw on students' existing knowledge (Kagan: Think, Pair, Share)

Students may already possess content knowledge that they cannot yet demonstrate in English. Look for
opportunities to make associations between students' experiences and new content. Allow students to use their
native language with peers for a quick brainstorm about what they know about a topic before presenting their
ideas to the whole class.

Build students' background knowledge (Video clip)

Students with limited or interrupted schooling may not have that same level of knowledge as their peers,
especially when it comes to historical or cultural topics. When starting a new lesson, look for references that
may need to be explicitly explained.

Take students on a "tour of the text" (Text Organization)

At the beginning of the year and each time you hand out a new textbook, take students on a "virtual tour." Show
them different elements of the text, such as the table of contents and the glossary, and discuss how these
sections can be helpful. Explain how the text is organized, pointing out bold print, chapter headings, and chapter
summaries. Once students learn how to recognize these elements, they will be able to preview the text
independently. Remember that students need to know how to use a tool in order for it to be useful.
*Learn more about this strategy in Teaching ELLs to Navigate Textbooks Effectively.

Use a "picture-walk" (Predicting)

This strategy can be used for fiction or non-fiction books. "Walk through" the book with the students, pointing
out pictures, illustrations, and other graphic elements. Ask them what they notice about the pictures and how
they think those details may be related to the story or content.

Use outlines to scaffold comprehension *Great for middle school ELLs!

Provide a brief, simple outline of a reading assignment or an oral discussion in advance of a new lesson. This
will help ELLs pick out the important information as they listen or read.

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Lets try it out! Discuss at your table a few of the following vocabulary words and how you would build
background knowledge to help them understand new concepts.
K-1: work, volunteer, compare/contrast, fiction/nonfiction
2-3: believe, deep, want/need, cookie
4-5: idiom, personification, alliteration, simile/metaphor
6-8: additive inverse, convert, rational number, terminate

See full article at: http://www.colorincolorado.org/article/reading-comprehension-strategies-english-language-

learners#h-ii-teach-vocabulary-explicitly